Highly qualified special education teachers: Have they been 'left behind'

The No Child Left Behind Act (NCLB) requires that all teachers obtain "highly qualified teacher" (HQT) status in the specific content areas that they were assigned to teach. Many experienced special education teachers, although certified to work with children with disabilities, did not have a content area specialty, and therefore were not considered highly qualified under NCLB. This phenomenological study conducted a series of three interviews in which a sample of 9 teachers were asked to share their perceptions of HQT based on the following questions: (1) What steps have these teachers taken to become "highly qualified" and what challenges, if any, did they face in the process? (2) How has the school district adapted programs to accommodate the changes in qualifications of the special education teachers? (3) How do the special education teachers perceive the changes, if any, and how have they affected the children they have been assigned to teach?;The participants of this study shared their rich and varied educational backgrounds; they have acquired valuable life experiences and taken advantage of various professional development opportunities to prepare them for their positions as special education teachers. The nine special educators in this study discussed how they felt the "highly qualified teacher" mandate affected them professionally, and more specifically, their job assignments. For the most part, the participants of this study did not feel that the HQT process affected their job assignments. All but one believed that content knowledge is important.;The teachers' perceptions of HQT have been an essential part of this study. Most felt that it is necessary that teachers who are competent and knowledgeable should teach students. However, while the teachers generally agreed that both regular and special education teachers should be equipped with the skills necessary to service all students, some felt that the "highly qualified teacher" label does not necessarily make a good teacher, and not all felt that having HQT status would benefit the students. Some of the teachers also believed that in-class support has not positively affected the students. They discussed how some students with special needs are struggling in general education classes.;The HQT aspect of NCLB has been a necessary revision to education law, but it has been a controversial subject that has caused much debate in many areas of education. The "Highly Qualified Special Education Teacher" should be recognized as valuable for the knowledge of disabilities, teaching strategies and behavioral techniques.